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MICROCOPY RESOLUTION TEST CHART 
 
 NATIONAL BUREAU OF STANDARDS 
 
 STANDARD REFERENCE MATERIAL 1010a 
 
 (ANSI and ISO TEST CHART No. 2) 
 
mmtm 
 
 i^/y^ ■«.)» V 
 
 ' > 
 
 ■n!KSt>.1 
 
LOCHHEED'S 
 
 SYSTEM OF PHONICS 
 
 HXHMPLIFIHI) BY 
 
 A PRACTICAL ALPHABET^ 
 
 I )K 
 
 PHONETiv. SYMBOLS 
 
 IllitstniliiHi ill mill tliiniiiih till' 1,'tli IX III' till Hiiiiiiui iilji'iul,,! 
 
 Tin; Ai rlllAI'i; Si, l,|.|\;: \S1> PlKlMMI ATION Ob' AI.I. W.IKD-i IN Enclimi. I'|;|:N( h, 
 
 CiJiMW. I.ATIV. KTi .. « I lllnIT TIIK I SI; OH' I'lACUITKAl. MaKKS, CiIAN<.K> i\ ihk 
 
 SI'KI.I.IM: ipK Nkw rM;l:( lil.M/Alil.K (IIAKACTKIIS; m TSIluW IS(; IIOTII J'lioM \i I VTKtV 
 
 AMP Siki.i.im: in i:\ i:i:^ \\ni;i) 11 V Si.ii^nT .Mdiihk atiiins i\ tiik KdKMs OK Roman 
 
 I'KINT ANO S( .tllT l.i;iTl.I;S, r.V WIIHII VoWKF. Sol nds AKK IllsTrNCIISllKH 
 
 \No I.'li.atk!' ; Consonant Finctions ai;i: Sicokstkii AM' ItiscKlM- 
 
 INAII.I). MI.KNT I.KTTKKs Al;KSil(,.»N IN ISKKI.KToN TvI'K. AcckNTS 
 I.V IIkaVS FaiKIi \i,\\V.\.-< and SvI.I.AIII.KS I'.Y SlICIIT Si'Ai INi:. 
 
 This Sjslciii is a|i|>lici>lilp (o nil School Kpailliitr Hools, .>Mrtionariex, I'honoitraphlr Tf\ts. (iruniniars 
 
 of Korpiicii I.i! -iMitfn for Kiiirllsh Stuili iits and to Kn^illNh that KorplKnen ma) 
 
 laslly Irarn the I.HnKMiiCP. 
 
 i..\( lll.IN T. L(M IIIIKKI), M.A., 
 
 r.,ri,ii rhj U'i'liiiiiiiiiil i:ini-,ili.,,i M.i^l,:)- ill Ihi i,iill.,ii fnllii/in'f JiiKlihit, ; 
 I'l-iiaiii'il. I.ii:ili>li iiihl Mill' fii l.uii/.iaiji .M,ix<r,.- ,,f Cileilniii'i IIhjIi s,-h,„^ 
 
 I ilI'VKKiHTKIi. 
 
 11/ IHi.llitx h'ixii-i;il. 
 
 loitoN i<) : 
 \V. ,1. liAiiK .V COMPANY, i.imitkd. 
 
 I; 1)1. 
 
PPvEFAC'E, 
 
 This alphabet oxeinplifii-< an oi i-iiial iiiethud of rend'Tiiis; the Engli-li laiii;ua;r<' 
 comf/ett'y /ihonelir, yet withmit uiiy (■liaii'j;o IhIij^ iiiaclf in iti iti/ino/uuica/ s/f"i,i<j. 
 This has n.-viT heforj hoi'ii accniniilisheil. if atttMuptcil. nutwitlistaiMlin^ tho many 
 agitatinris fi.r )iIi(inetio sjjelliiif/ reform. 
 
 Thi- iiuriKjsc of tlii^ iiu'tlioil is to illustrati- fuily. in itwl titroiiijli tiM> iicogni/iMl 
 spcllin-. tlio corn^ct iironuuciation of all wonU. This it dofs l.y uliuirlng. i-ilalimj 
 ainl<lialiii:/ii!ihhi!), in a natural logical iiianntT. tlio elcmrntary sounds and jiower- 
 of all thu lutturs in jirintcil words, the syllaMfS and ai'Cfnti d vowels \,v\wj; likiwis.' 
 distinguished. 
 
 Hy tliis nietliod the ordinary typo form of each letter is confined to hut our liirntiou 
 which is to represent its ordinary sound or power, and every other it luay lia\e is di^- 
 
 tin'iuished and individualized hy a slight, yet characteristic, i lificaticn of this type 
 
 form to harm.mizo with, and, if iwissihle. »«.'/.7' »' that particular sound or po«er of tlio 
 letter. 
 
 Tliesc inodifioations in no case destroy the identity of any hotter, yet are sulliriently 
 related and ditTcrentiated as to •luite fulfil the first phoneti.' reiiuir.;miiit, that each 
 syiiihol must have but one function and one onlj'. 
 
 A cominou characteristic modification and rulatiou-^hip is givi'ii to all those letters 
 representing the same sound or power in different words, and closely related sounds of 
 vowi'ls and powers of consonants have closely related characteristi<' typo symliol-. 
 Thus tlie second and last i)honetic necessity is closely adhered to, viz.: - tliat eacli sound 
 or ])ower (d letters must have but one and tlm same characteristic rc'pres.iitatioii. 
 
 The-e mollifications, based on logical principles, di~i)enso entirely with the use of 
 diacritical marks (arbitrary, illogical ( r otherwise) and misspelling {photittl,-. so-rallal). 
 Tlie-e have been tlie two means employed singly, or conjointly, in our naders and 
 dictionaries up to the present time to illustrate arcurafi- i.ronunciation. 
 
 The eUicational and economic advantages of this method, w hilo most a). parent in 
 itsapplic.ition to a series of school reading lessons and a pronouncingdictionary, are not 
 C(niliiied to tlieso only; for they are very evident if the method be aiiplieil to Latin, 
 French, (lernian, and other foreign grammars for Knglisli students, as w.ll as to gram- 
 mars and readers, that foreigners may bo enabled to learn the lu-onunciat ion (d' our 
 Words independently, (juickly, and ai'curately. 
 
 Ill thus showing and eliminating the many inconsistencies and other clifliculties in 
 tlio arbitrary spoiling and pronun .ition of so many of our words, the greatest obstacles 
 to English becoming both the literary and commercial language of the world are 
 removed. Surely these are " consummations devoutly to be wished." 
 
 A thirl application of tliis metliod is to a ))reparatory text-book hjr teaching pho- 
 netic spelling. es])ecia!ly the oral, to those who wish to learn any system of slioit-haml. 
 So great and perplexing are the dilTercnces between our [iresent alphabetic spelling and 
 the idionetic that hundreds, if not thousands, of b'ginners in the study of phonography 
 have given up in despair. If. however, a student can obtain a book which ilearly shows 
 and explains the phonetic elenieuls of our language as j.rinred, lie lir.s ri,, u thu im .ins 
 of mastering the initial and great dilliculties in the -tudy <if phonoi:ra|>li.\ . 
 
iv 
 
 PHbHACE. 
 
 AiiiitliiT i)iir|M>-<o <if thf iin'»h("l i-t ti> inako tho teaching nml !''arn!ng of rcailiiig mil 
 «|M'lling iiiiiro of a truly (■■liiratioiial ri'iisoiiiiig i)riic(-'^ ti> Hivclnp nil tlic faciilti..* 
 of tho inind ; tlint reading iiiiiy lio rai-«'il to its i>ro|.i' piano of ni>iireciation a« ii study 
 and an art. to demonstrate tho groat fai't tliat "art at it-i liighost and nature at it« 
 triie-it are one." 
 
 Lo-it till) alphabot may ,.|>i)ear too comi)lis at first sight to Iks taught or praetieally 
 applied to srhool roading leH-oii-i, the reader i- reiiiiuileil that an illu-tratioii only of tie* 
 uuuieioUH dillieulties and perplexities in the pronunciation and spelling of Ki,i;li-ih 
 wonls exU'iidiiig throuirh a whole series of such lessons, has heeii noc.'ssarily con. I. used 
 to tho compass of a few i)iiges, with hut litth' if nnv explanaticui of these dillieulties 
 which present themselves gradually to the child as he advances in scho<d pro.'ress. 
 
 It must not he supposed that tht.' alphahet is intended to he taught as it stands. It 
 is siTni>ly an exemplification of the soumts anil powers oi" the lettiTs and words throUi;h- 
 outour laii'iuase. .V few introductory lessons have heen appendei' to illiistiato the 
 application of the method to a first primer and tablet lessons, al=o to Latin, French and 
 tieruian grammars. 
 
 Tho teachers' script is intendi'd only to give the teaclier a iii' ,ins of illustratini; i/J 
 iiriUng the correct pronunc iation of any word >)y u^ng tho .inme rhdnirtcrl-^fir U>r 
 each vowel sound and onsonant function as is employi'd in this Tiiethod in the ]irinr. 
 
 Tills script theiefore so comjdetely hartiioni/.es with the print that tho pupil may 
 ,i<r, in such writin"-, the acci'rato pronunciation ulioi' .1 in the same inii/ as in the [.riut. 
 
 It is not to ho presuf hat the pupil is to he made to write this script, of tho 
 
 teacher to use it ordinarily, 'Ut only to illustrate the ].roniiiiciation of n>'W lU' .liliicult 
 old words without heing con,,, (died to use either diacritical marks or misspelling or hoth 
 in order to av(ud tho ^-reater evil of repeatedly telling, and monotonous drilling in 
 pronunciation and spelling. 
 
 Tho shorthand characters involvi' the same idi(tiotic symhoU as tho print and script 
 letters. Their very close relation m.ikes this system of sliorthan<l tho first which can 
 be easily and naturally employed in conjunction with the learning of reading and 
 writing at any stage of school life. 
 
 The objects of the method are not only to inake the teaching of phonics cpially 
 applicable to every word, thereby greatly impr.,ving spelling as well as reading, by 
 showing the (dementi ry sounds ami powers of aP. the letters, and to symbolize eacdi so 
 that they niav be both .«"■ and s/iokfii in and through tho rec.>gnizeil printed form ni 
 every wor<l, but also by exposing tho many inconsistemu.s to he luasteied in printed 
 words that they m' y bo spelled i.roperly, to make in the near future the ilemand for, 
 and aihijition of, true phonetic script and sliortliand writing far mon desirable. i.ossiMt! 
 and probable than it is at present. Then the long and weary hours now spent 1 y both 
 teaidur and ijujuI in drilling on pronunciation, reailing, spelling and dictation may he 
 saved t(. devote t(j tho learning of far more useful and de~irablo knowledge, to better 
 iiualifv our boys and girls for life's duties, also to onahh. the poor ami iinf. rtunate to 
 learn to reail and spell widl with the assistance only of complete phonic rea liTs. 
 
 The study id' iihonetics, involving a long struggle to harmoni.x'. as lar as possiido, 
 long and short-hand spelling and writing, a practical appb'. ition of tho method d.vel- 
 ojied and used during an experience of twelve years in teaihiug reading in all class,.- 
 in both Public ami Iligli Scliools applying the nieth.pd to ti'aching hatin. Fnncdi aiel 
 (Jerman pronunciation in the latter . and an unshaken confidence in the many gnat 
 advaiitases to bo derived from its various applications, have been the irresistible in. en- 
 tives whlcli make tlio presentation of 'his meth.>d a conscinntious dtity. 
 Toronto, March ^Ist. 1001. 
 
 L. T. L. 
 
 I S.-^Plfe 
 
PHONETIC SYMBOLS 
 
 F<||( 
 
 PHONIC ANALYSIS AND SYNTHESIS 
 
 Vowel sounds distinguished and related, consonant functions sugg^ested and discriminated, 
 
 silent letters shown in skeleton type, accents by heavy face vowels 
 
 and syllables by slight spacing. 
 
 Ah .„,„ Kate, ^reat, fail, ejg-bt, tliuy, may. 
 .f'ai, tu «R, il est, vous ave". 
 
 The sluutiug stroke ( M cliaraotfrizcs this uminil in «'V«'r) caiiU', 
 Ixitli ill thi' print iiiiil in the script oi Kngrilsli. Frent-li. "t« . 
 
 A a ..,.,. cat, can, Sam, fat. 
 
 No fhuiijje in the I'Diiiln-jii lurpi tn n (.ii-ii'iir • (■miiiihih .nrl 
 
 A a a,!u car, are, heart, Watt, wander. 
 
 icli ha])c, (M' hat, wir liabcn, 
 
 Srie liahcll. (I.rnmu. 
 
 TOUT, HOT. Related l.y th.' same loop. 
 
 Aa«,i»call, warm, water, aiigkt, 
 
 OUgiiit , or, J 1 a I •, f O l -, ReU.. ,1 l,, sam.. ti.k. 
 
 Aji«. /,. Ctire. fiire, any, many, mare. 
 
 R 'lattd 1)\- beinp; opon at tlie stide like o in 
 
 ferry, end, imni, meri'y. 
 Aa«»,ucaim. psalm, tast, gi-asn. 
 
 The circli^ i °) ilenotes an intiTnieditto soiinil 'ii'tw'>cn that of 
 
 a in car and the sound a^ in Cal" or COT, and tlierc- 
 lore, is an interiiiodiato nullification. 
 
 ^^a c.i„ coTTima, a, ag'ain, t^-rammar. 
 I'ut, cur, Jier, otJicr, Sir, 
 
 Kelatiii sounds shown liy the closely related inodilications. all 
 beii.g open Ut tlie top, as 11 in 11 11. 
 
VOWEL SOUNDS. 
 
 E( .,.-. ('4*1, lie, iiKMit, Moiitrial. real, 
 nu 1 e, lui'^'t, s(v, vc^il, feeJ, ivvl. 
 si, ici, :l.F,v„.h. ^^c, w.(\ "^;("1 ..,...>. 
 
 I \ I liii-* two (•|M'niiii:-i in t'n' siili'S nl' tli'n tin- cipihiikiIi svu.l.dl fur 
 
 tlii-* -iniiiiil : tln'rc'loii' ( , ( X\i lai'l • iiriM.l.itcd to if liy li.ivinj^ 
 t«i) ii|M-iiiii'^-i ill till.' >\'\<' ''I CMC li II «lic)w ivhiti'd -.(luii.l- 
 
 He „,„. er ror, Ihmi, read, to/ i*. piv w per il. 
 
 .\n I'liuii:.'!' in t,.<' i'i>iMiiii>ii Iniiii III ic|inf-i nt tin nitiinii ^'^uml. 
 
 "He »,,,. e r luv 1, her, lie rd, |)('i']ia[)s, 
 cur, piu' , luiirdcr, pearl. 
 
 Viiu;-!- liaviii^ :-iii.ilar -ui;nil-' iir'', I \- tlir ujn iiiiii.' iiT t'i,.> tc>|i of 
 liii'ii 'I'tti-r. ri'luti il !!■ II, till' niTiiiHi.ii svriiliil '.nr thi- si.ui.'.l. 
 
 Ee«w,iGlit , pre>, \vt>ii£;:iiits, (le:/^:n, ohe^ 
 pi'a\y, \va ts, o-i'-_^at, I)?4n , ha . 
 Fedcr.,;,,,,,;,,., do.UK^r, n ve .Fnn.i;. 
 
 Ui'latril Ipy -lalitiir^' <tin!,i' iiUi' iu'iiti; iiiTi'i't in KriMiili ii- i'' ti' I'tc. 
 
 lOe ...,. EMgland(I:ii<^-°]and),])rF. ty,l)P~ii, 
 
 Imj^htsoI , })ity, l)in. iM; iiv,i., ,i„t 
 
 III' ilii- 1 uliicli i- alsii sliaili'il in tliu \ a i- -L in tin- Li. 
 
 1]» „,;„ Erie, e£:.r, sincfero, fe.ix 
 
 Ki'l iti'il ti) till' Imi^' --iiuncl ( ).y tlio t\v(i .|iciiiiigs in tlir -ilt; . .f 
 carli anil ivlsd to tlioshiirt souiiil .1 I'V till- ilnt ainl tlir -liailini; uf 
 .1 in t.!io TU. 
 
 Ee ,„;u eiicori, ennLC, envi^lope f. tiui. 
 
 (l'i>iiil)ari' tlie Khl'. jironunpiatinii Cll \' i*/|' .) 
 
 on, ouAxard, ANTiud, wainicr. 
 
 a, (' uikI ^ )< all >ifiii;r ivluted in this souial, aiv nl.ctiil in 
 tiuiii liy the same phonetic symliol *^ 
 
VOWKL SUUN 
 
 1"^.. 
 
 a 
 
 i : / 
 
 «.„lu,'^h, 1)111(1, ride, tVv,tlrv 111 ,i^^yeb. 
 
 * ' '„,,„ hit. hill, aiiv, (^aii(l\', "Miini hie. 
 
 « ' t 'orillM'iIl lulM rr I If. ■-(■lit- till' c'.iMIIHOll SI. 1 1111 1. I'll it i r ■■M- • li.-lii| . 
 
 !^^' '«,i. liei^riiit, hite, v rit , tVi^.l, Ivpe, 
 
 llln;l, rli .int. or I'Vi' r.'lilt"-. tlli- -i.llh.l ti. tli.- ' :i^ I , \ . 
 
 I i ... .,. 1 n a vjii 'J X ^, I )i ,f t i i , vnvi n e , \' as C3 ] : rie. 
 Hhi\ b(\ luuii, rtccii , to .rttH'ii. 
 cirisiiir, \':t -, di , siri^.Fnuih. 
 
 lloliitcil 1.) (U^ ah.i ( li,\ till' t w.i ii|.i'Uilig-i in >lii- -ii|i' I.I I'iicli. 
 
 ..'/,„,„ iiivi'r, stir. Sir, tii-st, wiiii'l. 
 •^ ^ inurdcr, sturcly, certa'ii, ciir. 
 
 Kfhituil. liy liiiiii,' Diiou ut till' top, to ?shiirt souuil I 1 . 
 
 I i .fill ii,'ll''« Hulatf.t r.i 11 ill ell rl liy l.t'iiii,'oi.cn at t' ti.|. ami t.. ( ' 
 in lllCi' r\' liy lia\ ini; tl |.ciiiuj,' in tlu' -i.!.' lilir ( '. 
 
 SOUNDS OF O. 
 
 () o ,-;,! (lot^, ])()i't, row, door, slovs, l)osit, 
 don't, tlioorfiU roc^d, kji(r/:i', so. 
 
 Nil cIkiu'TO in tlie eoniiiiou form for the conmiou soiiinl. 
 
 O o .<./. dot, tbiid, Robin son, fcoiiora hly. 
 •racM, wand, tatlKM*, wanulcr. 
 
 R.-hitiMi liy till' "aiuf iiholiftio lyiii')"! ' 
 
 < Coiitiuuefl Oil iiiifh' i- ) 
 
4 VOWEL SOUNDS. 
 
 O O „, ;u dog', log'. Related t„ l,otl. O as in (lot and O ms in OW 
 
 Oo .„iu (Id n lie I lit, l)roiiig'Lt, tiidygfet, nar. 
 
 dailig'htCl', gone. Related % name syml...I. 
 
 () <) ,„/,. (k)ne,ot]ier,notii ing',l()ve, canon, 
 upper, nutting, (Once,) R.>iated. 
 
 00 a,iu do, tmo, iiiancEMvre, noon, roote, 
 
 niOV(£. Ri'latcd by theperpcndiculiustrokus, | , | , | . 
 
 O O a» iu AV"G n lU 11 (I )00 K, ] ) U t. These related sounds are all 
 designated by liori/outal strokes. -, -, , etc.) 
 
 Ob a.iu AVbniCll, (l)in, been, etc. related by the shading 
 
 and dotting of the 1 .) 
 
 ( ) () «, iu can : )n , on ion, o pin ii)n. Keiated by the two 
 
 oj)euings in the side to long sound (", and by openiiig in the 
 top to siiort sounil I I , combining tliese sounds in this symbol.) 
 
 Oo oo a, in t(X')k:, look, (pit, frll, etc. reUUed., 
 
 Oi oa, cry «, /„ onl, 1 ycry, {a&^-cn, o & y cry.) 
 
 CfW (TW, OU a. in owl, f(JT\^l, fOljl, (O &AV = (JW, 
 O & U =(5U .) 
 
 SOUNDS OF U. 
 
 1 I „>;„ put rid, puny, ti!iie, (rvv-ii) ncnv. 
 U u .-.. putty, pnn, doulUe, tongMSi. 
 
 I' V asin pit, tVli, (t(K)k, would, Avonian, 
 
 related by tlie horizontal strokes, i 
 
 li II "■^>,. Rut^l, ruin (to, l)OOn I, Related by the,., rpen- 
 
 dicular strokes, , . | . etc.) 
 
 XJ li. '". ;„ l)iiSV, l)rS'!nCSS. (Rebated to I by sliade and dot.j 
 
 1 
 
POWERS OF CONSONANTS. 
 
 POWERS OF CONSONANTS 
 
 DISTINIiUISHEI), HKLATED, A\n SL'<i<;KSTKI). 
 The word In parenthesis represents the vocalized powers of the consonants for i)hoiielk' xpcllinK'- 
 
 C (• k,v :«,;,, coat, Iliac i 11 tosJi, niacirJiiate. 
 (' c -••■ «'•■" cent, cy pile r. (sent, Sam, ,i.-.>eiato.i.) 
 (Ill cli I'-e-'-'" ciliiircli, chilli UoV, cJiinie. 
 
 GJl CJl she -^m llUlCJlilie. (disll, tisll, -t.. nlatod.) 
 Cj}\ Cll i<>l') «"" lOCll nikeCrnmii Icjl, nM n..t lOclC.) 
 
 F f .IT ..s!n often, from. F f - "'- c,f. 
 
 (t <a- g- ""'• gild, heg'in, forget, gil , angle. 
 
 <Sr g :- .'W. gill, gill, angel. (J+g g.) 
 
 Xg 1 ig ins - '•" r i iig, lo 11 g, fa n g. 
 
 ^ M iig .-US a. in iMk, lo a ger, finger. 
 
 Eh f fee; ,,. ;. piicfspLfiate, d ipLp^.tliEi' i a. 
 
 Gli-f i..!:a,iu trOiLi.,p;fi, (uiO'Ugfi. 
 
 C^i ([u«:..-;,. quite, guic^tly, Qnin^i. 
 
 Qlh ('ui-C''oue^<M/u ])i(jiijie, macaque. (c^([reiatod.) 
 
 S s .- «v iu east, SO: s s^=z '/•"«) «' '" (^ase, measles 
 
 S=sli i^i' «»'■" sugar. s+li zli ^i'.-) «, ;„ 1( isiire. 
 
 SJ. ti X ci-sli isio a.!n passion, ^^hysiriaii. 
 
 Til til ti.ee «,n, tlio;igh, Avith, heneatJi. 
 
 Th til ith a,.u pith, iiiyfii, t^iroyg-h, tiionght. 
 
 Wr \v ".-)= w =^"' I "' '" do, two, iK^v. 
 
 ^Mi wii uhav «»n. Arhale, ANdiey, N\iiy. 
 
 Y V y.a. ««,uyet, young, youtii. 
 
^' Pho...iic Print 
 
 , Script and Shortliand Symbols Related. 
 
 pate 
 
 00 
 
 / 
 
 dote 
 
 /o- 
 
 
 
 pat 
 
 ct 
 
 — 
 
 dot, dog 
 
 ,o- o 
 
 V^ i 
 
 par 
 
 <x. 
 
 V 
 
 ddi' mant 
 
 /t5 
 
 i 
 
 pall 
 
 06 
 
 / 
 
 done 
 
 /Cr 
 
 u 
 
 pare 
 
 00 
 
 c 
 
 do 
 
 /O- 
 
 1 
 
 1 
 
 palm 
 
 Ou 
 
 — D 
 
 woman 
 
 /G- 
 
 — 
 
 ])u nia 
 
 <JL 
 
 U 
 
 Avbmen 
 
 /3- 
 
 • 
 
 lie (heel) 6 
 
 t^- 
 
 E 
 
 look 
 
 x>o- 
 
 — 
 
 held X 
 
 c 
 
 loop 
 
 /O-O- 
 
 1 
 
 lier /c 
 
 u 
 
 tune 
 
 AA^ 
 
 ^ 
 
 prey x 
 
 / 
 
 tun 
 
 AX 
 
 u 
 
 ERglaiul Jl 
 
 • 
 
 pit 
 
 yuL 
 
 — 
 
 tine, l)v X/u 
 
 O 
 
 ru in 
 
 AJV 
 
 ! 
 
 fill, ])abyA./v 
 
 * 
 
 rcrval 
 
 
 
 ^ 
 
 tir y 
 
 -/ 
 
 u 
 
 roll 
 
 /on. 
 
 p 
 
 ra vine y 
 
 ^ 
 
 £ 
 
 1*011 1, row 
 
 /(yK^^ 
 
 ^ 
 
 i»>«o>»>r!*. 
 
 
 «'0>S«%.l%TS. 
 
 j 
 
 eant x^ 
 
 C 
 
 ringer 
 
 nx 
 
 * 
 
 1/ 
 
 cent 
 
 t 
 
 1 
 
 fiager 
 
 a\ 
 
 I. 
 
 of :en, of 
 
 
 
 V 
 
 (-ast, ease 
 
 A-^ 
 
 ' ^ ! 
 
 get / 
 
 u 
 
 /o 
 
 tJiy 
 
 yliox 
 
 L 
 
 gem 
 
 
 
 i 
 
 tiiig-h 
 
 
 n 
 
INTRODUCTION 
 
 Tlie le«Miiis with siinm'?,tiiins iirc suliiiiitt.'d as hoiieHt t'llort to iniprovi' as iiiutli :i> 
 )ios4il>l(> on the <ilrt first hook ami lalilet lessons now authorizi-d. Teachers and criticH u ill 
 kindly *'Xiinnne them without prejudice, givinn eaeh a fair, conscienlious, practical triiti 
 in the classroom if possible : and HutrKestioiis for their fuitlicr improvement will iic very 
 greatly iippreciated and properly reeonnized. 
 
 Xo Ki-eat oriniriiility is claimed, particniarly for the snuxestioiis which are desrriplivi- 
 of methods found successful in actual le.ichinji expcrii-iice for hrlpinn children to help 
 themselvc , to think, and to ac(iuire that self-reliiince so desirable for best educational 
 development. 
 
 As pro>;rc-isive teachers, especially the inexperitnccd, welcome sunKcstions intended to 
 help th-'ni. it is deemecl better to su^^est too much, possilily, tlian no liinn at all. The well 
 known maxims ol good, experienced teachers repeated here may. it is hoped, leitiitil the 
 inexperienced to beware of evil tendencies so detiimental to true teaching. 
 
 'I"he permanent adoption of phonic teacliing has rendered practicable and disirable 
 the introduction of a methoii for mal.ing tlie many unphonet ic words phonet ic. so tliat 
 every word in the lanpu ige witliout exctntion can be taught phonically without either 
 changing the spelling or using diacritical marks. Sure y if tlie phoni<- method is the best 
 for teachingthe majority of words, it nmsi be the best lor tcachin;ieai h of those numeidus 
 exceptions so confusingly and inac<'urately taught by mixing in with the phonic method tlie 
 old alphabetic look-amisay, tellinu' plan. Thisappaieiit necessity till now has greatly dis- 
 couraged and perplexed both teachers and pupils: and the phonii' method has most 
 un.justly been blamed for the terrible resultir ^ .jumble. Present every word In our 
 readers so that it can l)e acciir.itely proiiounceci and spelled, througii phonic analysis and 
 synthesis, and these muddling mixtures must disappcBr. 
 
 Those who ( onsider the letter nioditii atioiis. syllable spjicing and heavy faie acieiited 
 vowels too cons])icuous will doubt less see that each i an, if advisable, be reduced more and 
 more till not noticeable without a magnifying glass. On the other hand, those who think 
 them already too minute or indistinct will notice that each can. partic nlarlv on tablet 
 cards, be enlarged to be moie noticeable than the letters proper, especially if brightly con 
 trasting colors be used. The true mean must lie between these two extremes. .\s the size 
 of the tjpi' gradually diminishes in the series of readers, similarly must the modilications, 
 accented vowels tind silent outlined letters become less conspicuous. There being no 
 change in spelling, the ment il nicfure of each word and page of print so closely resembles 
 the present printed forms that the child has no ditticulty whateverin reading ordii ary print 
 through analogy and association of ideas. 
 
 The illustrations have three principal functions: First, to show or suggist as clearly, 
 naturally and interestingly as possible the exa<l sou;id or power of the letter or letters to 
 be tauglit ill the lesson, ."second, to urcttily portray each idea and thought involved in the 
 lesson so that the child may tind the objects named in the print and script as well a- the 
 thoughts expressed by the sentences, ■llnstrati'd oi suggi'sted in the pictures. Third, to 
 give full scope to both the teacher's and pupils imagination : that little stories, mythical 
 or otherwise, may be invented to arouse enthusiasm or retain interest in the lesson. The 
 aim is to make the lessons and illustrations as interesting, applicable and useful as 
 passible. 
 
 I 
 
SUGGESTIONS 
 
 Do not tell <hildrtii anything which you can help them to find out for themselves. If yon allow 
 them to expect you to Icll them what they might learn through their own excrlionH iind vourguiil- 
 nnce, thiit moment they relax their etrcrt« to iiciiuire knowledge properly, lose their self-reiianoo and 
 pride in t heir own streiufth and conquests, ko that they go to you to he told everything till Ulli your 
 time and patience arc exhauHted. He Itlmlly perseveriuK to avoid this at I lie beginning, taking 
 time to lay this educational fouiidathm-stonc truly and well. Arouse interest in the lesson by a 
 little talk about the picture and how kind, gentle and loving the old sheep is. and how happy and 
 playful little lambs are. Get the children to tell you what they know about lambs and sheep. As 
 a teat, see if anyone can tell you Juat what ea<h little lamb is trying to >m\ to ,lie old sheep. If no 
 one can, ask what every little lamb says when it 8p<!aks to the mother sheep; then, how to begin to 
 upcaK ihe words, or better, what noise (a a al the little lamb with its mouth open is making, and what 
 the other little lamb has to do just before making this noise in order to speak to the old sheep. | (1) 
 Clogelips. send oreath out through nose then oiicn mouth quickly, then (2) inimcdiatelv make sound 
 the second lamb docs with its mouth open, and the whole word is spoken.] Thus the iliild is le«I to 
 realize that the llrst (ml is almo.st. if not en'iiely, mere placing of the vo'al organs preparatorv to 
 making the sound iai and is immediately followed by it. The best results are obtained by fixing 'this 
 Idea in the .hiUl mind so that the consonant power may not be isolated from the vov el sound and 
 drawled out through the nosc(m ni m ni ~ai 'n ^leak the word. Have Ihe vowel sound .oiiuecled 
 with the con«onant power, and do not attcmpi or have the child attempt to articulate the latter with- 
 out the former. Tell a little story about this funny little quiet brownie (m) which shows them how 
 lo start to speak the word and that it always takes hold of hands with the noisy little faipv (a» either 
 on one side or the other and shows how to start to speak one word Imal when it comes flrst. and how 
 to stop smartly in order to speak another word (ami when it comes last . 
 
 Thus, with other little devices of your own, lead the child to learu the exact power of the con- 
 sonant (inland true sound of the vowel (al. Never mind their alphabetic names (emnil and long 
 sound (,. I, and be very careful you do not use them or tell, instead of tea.h, the child th-; power of 
 (ml and sound of (al. letting him merely mimic you over and over again while his thought!, may be 
 on anything but what you are telling him and he is mechanically saying aft< r jou. Dont begin stuff- 
 ing hini if you want smart, thoughtful, self-reliant pupil. 
 
 I hildren revel ii, tlie mythical and take a deep interest in the imaginary brownies (the consoii- 
 ants)aiid little ftiries (vowels: by which you can speak of any letUT without using its alphabetic name, 
 Both script and print letters are used from the first to give variety and drill on the letters 
 taught. The script letters (tlii- brownies and fairiesi you tell theiii are what llieir dear 
 fathers and mothers make in order to send letters home when they go awav, and that you 
 want to have theiii to learn not only what each little brownie or fairy says, but also how 
 to make them so they can write, too. •eep up the child's interest and desire lo learn by 
 every means possible. A good drill is to have tliciii. after this first lesson, hunt out and mark all the 
 little brownies (m) ami fairies (a) they can find on a page of some book or piece of newspaper, giving 
 a httlo prize, say, to the one who Hnds the most before next lesson. Thus they see the use of I lie print. 
 
 Next lesson show them how the little bro-viiie (in) is mad. (outline of three round-topped" 
 bcc-hivcs close togelher) : also the little txiry (aXhoop with cane upside down close lo it. Drill on 
 thcMiakingof the elements of the letters, then their c.unbination, and flnallv the joiiiiuK -f the 
 lettei-s. writing and reading dual and lain). Next lesson is playing house, or visit, which ciildren 
 enioy so much. The little brownie and fairy have Just come out of their house to visit Ihe l.iownie 
 and fairy from Ihe house across the si reel or road. They .ant begin to tiilk a.'id visit without an intro- 
 duclion, so another 111 lie brownie brings iheiii logctlier lolalk. but do<s nothing more himself The 
 little slmrpfongwe of another brownie (.SI. which they will learn about later, is under this miduu 
 brownie lelling him lo lie silent, and let the other brownies and fairies visit. In tl'.e (irinl this poor 
 
 htlle fellow is JiiM 1 ,., (oiilliMclype). and of course having no tongue or lips. <.ant speak at all. 
 
 1 he last hill., fairy in the visiting parly is falter and stronger sha-led and hcavv face tvjicl than the 
 
 nrsi one. and so speaks ou! lo -r and slionger lacceiil). He snre to teach the pnur elation of the 
 
 word ,insi as printed, and not put the accent .m Ihe first syllable or give Ihe broad sound to the vowel 
 pionoun.ingnmhmali. Tli.'se pronunciations of Ihe word "- be shown in subse.,ucnl lessons 
 \ou might write the shaded vowel first on Ihe blackboard and thus give varietv l,^ leaching both 
 acenl nations. By no means >■ .f on Ihe pupils showing llie silcnl lellers oracc.nied vowdsin their 
 writing as are shown in the lesson script. If they do so nalnrally. of I heir own accord, eo much the 
 belter, but do nol tell llieiii to do so. 
 
 fsc lime and paticn.ial first. It pays and s„vcsbolh in the end. He ware of Irving to leach 
 too much 111 one lesson. Thinking is hard work for llnl,. folks. .Mak.' ihe .lass lessons short and 
 tre.iu.nt, soasn.il to liiv .ir worry \]h- .hild and .lis.„uragc his ertoiu lo think and .'ducate himself 
 K.'.p np ilie Inleresi in and i ovelty of Ih.^ h'Sson. making il long, r or shorier than hire siiu'pe-lod as 
 .von ^11 thcdcsuc r,ril„ .lasstogoon issirong. .n- ilie inlereat in Ihe w.irk beginning lo flag. 
 
sug(;estic)ns 
 
 The power of one lnUer prii|ierly lliouKliI out :»!iil m.iHtcrcil ' the '.inlil 1> of fur nior tdma 
 tioniil valui' iiiul iiiuntiil -iri'iiKlh to him than the wholi' yeiir's in^ and ilrillinK on nicrily ihr 
 n.ancH of the iriolalod :l let I era < mall and ragltal i. wliiih sonK of uxi'ndurcd durhiK tlic llr-t ami 
 olK'nJthe sii'ond year -chool I>o not 1m' disconraK<'d, Ihi'n. or no too fast Make ha^lr »lo\vly 
 hnl surrly. 
 
 In ti'arldiiKlettrr"! ' (Ni>.2l. prociM'd from thi' known to llic unknown. Tli' niM will ii i (i^jniw 
 it in th(^ word '■ mat " rather tlian by ll>.L'lf. therefore prot.i'd to teach " mat. Tell the ehililren two 
 lillle broW iiies and one fairy are viKilinK Ihein in the picture anil are pla> inj; on ^onielliini;, the name 
 of whieli they tiwether -a,\. Get them interested and air ised b.\ the pi<tnre and your liltlr -lory 
 about llin happy lillle brownies and fairy jilaying, and each also doiii); its part in sayiiit; Ihe name cii' 
 Ihal oil which they play. Make the little mythical story seem as real to then is possible, funliililrin 
 like lo feel they are doing real work. I'ven iniilay. Let them then study Ihe piciureaml I hi- piiiii iinili r 
 it, then see who ea i whisper lo you what the new word is or what the new lillle brownie iloi « to 
 nhiiw how to slop the open-mouthed little fairy sayinn "a." tfet theni to tr> lo imitalc. nol mhi. ImiI 
 what this lillle brownie does, i Lips open, tongue pressed against re .1 of montli.iiisi behind Ihe teelh 
 and strpping the breath from coming out for a moment then furced down i|Uickly h\ the hrialli, 
 which is not allowed to gel oul throngh Ihe nose, and can get on* only b> foiling I he tongue down 
 ipilckly.) Do not nnenlion or notice its name (teo)or ihe ailic le (lea), as >omc Bie apt, lo do. Iiul keep 
 lolhee\acl powert.dy of the letter. t"ge your own devices tor further developing and llxiiig the 
 power of the letter In Ihe child mind without telling ii lo them. Kven shr ■ Id Jiey noi arliculaleit 
 .just as yon would like, repeat drill on words in lesson containing it. u. 'ng areful lo have the child 
 precede or follow iu .irticulaiion ipii.kly by Ihe vowel soui"' (a), for its function is loino<lit',\ the 
 vowel sound when oil her pre-ediiig or following it, and l'''refore should mil he articulated by il-elf. 
 
 Children like to in, ike piclnres. so'lel them at i heir seals write the word " mat." and change iln 
 kllers into brownies iinil fairy, making their ii.ouths sbo v as well as they can what each is i r.v ing in 
 say. but imisl have the helti of Ihe others lo >a.\ it. 
 
 Next lesson drill on the pliouic analysis an I -iiilliesi- involved in each v.oiil, till all can In pro- 
 nounccd readi'.y. Ha\i' the objects or ideas round in thi' pict ure. I hen teach 1 he elements of willing 
 the scriijl "t," then the letter and each word. Next lesion tell story, or heller, get llic iliiMren In 
 te'.l onoabout the giiiMl little b.ihy in the pictnie. wli.it il is getting l-ugar slick) because it is good 
 and -how wliiit il says when its kind, loving inamioa gives i: • 'clhiiig. Sci wlm can read the -en 
 tencc ursi, helping ihcm by (lointing out Ihe lit lie parts (syll lobe iiut logelhcr i|uickl) In ni.ike 
 
 the wonl, the fat fairy accented vowcll thai speaks onl Kin, ihan ils liiUe -isler, and the i.our 
 
 brownie, .ill bones (-kclet on outline mi. .vhieh say- nothing, bii. loiiis the lillle vi-ilie- all logelhi i- in 
 a happy lillle vi-iliiig party, and thu- he'.p Ihe rest to say the dearc-t. -weetesi n.'.inc in the world 
 imaiiimai. 
 
 Make iii xl brownie i.sii. in new les-on (N'o St, tell what il does from the picture, if | ililc. See 
 
 who can tlrd -Mii'y ihis iiiii or lind out Ihe hoy s name (.«ami. Show pupil- what kind ol noi-c i Id- 
 new shirp-longned lillle brownie makes. If no iron and ilre be convenieiil to do as i^am does ilipred 
 hoi iron in water), sirike a malch and when the wood lia- burncfl red. blowoui ihe match and quickly 
 dip il into some water, when pupils will hear IIk lillle hiss. Coloring the tnils of •he iron > biighl 
 red. sugge-ls whal Sam is doing, am' what the little brownies Hying out in llie steam Fa\. Telia 
 story about Sam's happy heme. Ihp old lireplace, and lea keltic singing so merrily. Or heller, I lie old- 
 fashioned lireplace is appropriate for a good old Vtilc log story, as ihililrcii lUliglil lo hear .itiiiu' 
 how llieii lather- and grandfall. s lived when children and what lhe.\ did. 
 
 Having maslercd Iheiiowi the letter (Sp, show thai when we begin lolell -omcll.iiig, or 
 
 speak a particular name, like .Sani. we '-e a big letter (capital'. See if pupils from 1 he Umuglil ".sJam 
 sal.' can tell ynu where he w,as sitting while he was walching the iron gel red in Ihe lire. i(Mi ihe 
 little slool by the smaller mat I When I hey see thi'. the word '"sal ' and the scnlcm is mean inucli 
 moil le Ihcm. and ihey will uiidersland Ihe ideas anil thoughts far belter when llic can -cc ihem 
 illiislraled and -uggesled. 
 
 Kx plain by Ibcpiciure in Lesson 2 wbal "I at " means. Mamma has finished tatting the one mai 
 on her knee, and is .iu-t tinishing the one in her hand. This I bey, them- elves, may sec and tell iii'i. 
 These, besides Ihe two mats in pielure ;i. will give Ihem Ihe idea of number and llic iiower ol' 
 bl'ownie"s' to change the idea of one mat into Ihal of SCMral (forming the jilural). .Show how Ihe 
 script brortiiic S has also a snarp lillle tongue (lop of letter) by which il can make the funny hissing 
 sound. If yon can praitici'ly illnstrale Ihe tailing by actually tatting some yourself with ..tallini; 
 shullle and lliread, or get some pupil or person who can, to show the children iu-i what iV e word 
 really means, so much the lieller. Children love lo learn something new. that Ihej perhaps ik cr 
 hear.l of before, particularly if tiny learn il cxperimenlally. 
 
, >~f^':.':-- 
 
 m a 
 ma 
 
 m a ma. a m am. 
 ma. 
 
 /TWCL, 
 
 am. 
 
 mam ma 
 
ma 1 mat 
 
 m a t 
 
 a t at m at mat 
 a m am, t am tam, 
 at tat. tam. mat 
 
 Tata mamma. 
 
 J/clXcu, /rrvaym-^oo/ct-. 
 
S am 
 
 s at 
 
 tat s tats. 
 
 Sam 
 sat 
 
 mat s mats. 
 
 Sam sat at 1 mat. 
 Mamma tats 2 mats. 
 Imat 2 mats, 3 mats, 
 
 /uUjy ^XlXS /YYlXJiXA